This paper addresses the unconscious dimension as articulated in Carl Jung's depth psychology and in Gilles Deleuze's philosophy. Jung's theory of the archetypes and Deleuze's pedagogy of the concept are two complementary resources that posit individuation as the goal of human development and self-education in practice. The paper asserts that educational theory should explore the role of the unconscious in learning, especially with regard to adult education in the process of learning from life-experiences. The integration of the unconscious into consciousness (...) becomes a constitutive part of subject-formation and self-knowledge, which in turn serves as a basis for experiential self-education. (shrink)

Through a close reading of Theodor Adorno’s Negative Dialectics, in relation to Minima Moralia and to Dialectic of Enlightenment, this paper aims to interpret the tension between, on the one hand, Adorno’s scathing critique of occultism, and on the other, his subtle and elusive suggestions that authentic thoughthas certain elective affinities with modes of mind, such as are traditionally found in magical theory and practice. This surprising affinity has implications not only for how to read Adorno’s critical project, but also (...) for how to assess the relevance of spirituality for revolutionary and emancipatory politics. If immanent critiquelabors for a re-enchanted world, it may yet be linked to a genuinely spiritual vision of reality. (shrink)